Identifying Stakeholders Expectations and Needs in the Development of a Double Degree Programme in Social Services (BA)

Transcription

1 Identifying Stakeholders Expectations and Needs in the Development of a Double Degree Programme in Social Services (BA) Armi Hirvonen Master s thesis December 2015 Master s Degree Programme in International Business Management School of Business

2 Description Author Hirvonen, Armi Type of publication Master s thesis Number of pages 81 Date Language of publication: English Permission for web publication: x Title of publication Identifying Stakeholders Expectations and Needs in the Development of a Double Degree Programme in Social Services (BA) Degree programme Master s Degree Programme in International Business Management Tutor Akpinar, Murat Assigned by JAMK University of Applied Sciences, School of Health and Social Studies Abstract Internationalisation has become an important part of the activities undertaken by higher education institutions. Within the Finnish Universities of Applied Sciences, Double Degree Programmes have entered the forefront of international development. Despite this, there is little information available on how Double Degree Programmes in the field of social and health care have been developed, and how the stakeholders of Finnish higher education have been acknowledged in the development processes. The purpose of this research was to enhance the development of a Double Degree Programme in Social Services (Bachelor level) at JAMK University of Applied Sciences, School of Health and Social Studies. Theoretical framework chosen for the research was the stakeholder theory by Freeman (2010, 27). Theory focuses on understanding the influence of various stakeholders for efficient business management. The main research question aimed at finding out how can a Double Degree Programme in Social Services be developed taking into account the stakeholders of Finnish higher education. The research was carried out as a qualitative research with design strategy as the chosen method. The research results pave away for the development of a Double Degree Programme in Social Services, utilising the main expectations and needs of the stakeholders of Finnish higher education, identified by the research as students, institution, working life and national agencies. The impacts of the research contributions and recommendations for future research were presented in line with the stakeholder groups, the field of social and health care and the utilised theoretical framework of the research. Keywords/tags (subjects) Higher education, internationalisation, Double Degree Programmes, social services, stakeholders Miscellaneous

3 Kuvailulehti Tekijä Hirvonen, Armi Julkaisun laji Opinnäytetyö Sivumäärä 81 Päivämäärä Julkaisun kieli Englanti Verkkojulkaisulupa myönnetty: x Työn nimi Identifying Stakeholders Expectations and Needs in the Development of a Double Degree Programme in Social Services (BA) Koulutusohjelma Master s Degree Programme in International Business Management Työn ohjaaja Akpinar, Murat Toimeksiantaja JAMK University of Applied Sciences, School of Health and Social Studies Tiivistelmä Kansainvälisyydestä on tullut tärkeä osa korkeakoulujen toimintaa. Suomalaisten ammattikorkeakoulujen keskuudessa kaksoistutkinnot ovat kasvaneet kansainvälisen kehityksen keskiöön. Tästä huolimatta kaksoistutkintojen luomisesta sosiaali- ja terveysalalle on vähän näyttöä, mukaan luettuna suomalaisen korkeakoulutuksen sidosryhmien huomioiminen osana luomisprosesseja. Tutkimuksen tarkoituksena oli edesauttaa sosiaalialan kaksoistutkinnon (sosionimi AMK) luomista Jyväskylän ammattikorkeakoulun hyvinvointiyksikköön. Tutkimukseen valittu teoreettinen tietoperusta oli Freemanin (2010, 27) Stakeholder theory, sidosryhmäteoria. Teorian tarkoituksena on ymmärtää eri sidosryhmien vaikutus tehokkaaseen liiketoimintaan. Tärkein tutkimuskysymys keskittyi selvittämään, miten sosiaalialan kaksoistutkinto voidaan luoda ottamalla huomioon suomalaisen korkeakoulutuksen sidosryhmät. Tutkimus toteutettiin laadullisena tutkimuksena suunnittelututkimusta hyödyntäen. Tutkimustulokset edesauttavat sosiaalialan kaksoistutkinnon luomisessa, hyödyntäen tutkimuksessa esille tulleiden suomalaisen korkeakoulutuksen sidosryhmien, opiskelijoiden, korkeakoulun, työelämän sekä korkeakoulutuksen hallinnon odotuksia ja tarpeita. Tutkimustulosten vaikutukset ja ehdotukset tulevaisuuden tutkimukselle esitettiin perustuen kyseessä oleviin neljään sidosryhmään, sosiaali- ja terveysalaan sekä tutkimuksessa käytettyyn teoreettiseen tietoperustaan. Avainsanat (asiasanat) Korkeakoulutus, kansainvälisyys, kaksoistutkinnot, sosiaaliala, sidosryhmät Muut tiedot

4 1 Contents 1 Introduction Need for Double Degree Programmes in Social Services Purpose of the Research and Research Questions Structure of the Research Literature Review Internationalisation in Higher Education Growth of Internationalisation in Finnish Higher Education Internationalisation at Universities of Applied Sciences Double Degree Programmes in Finnish Higher Education Internationalisation in Social Services Double Degree Programme Development in Social Services Theoretical Framework: The Stakeholder Perspective Methodology Research Approach and Design Research Research Context JAMK University of Applied Sciences Degree Programme in Social Services Data Collection Semi-Structured Interviews Research Diary and Observation Information from National Agencies Data Analysis Verification of Findings Results Students Perspective Expectations of the Students Needs of the Students Institution s Perspective Expectations of the Institution... 45

5 Needs of the Institution Working Life Perspective Expectations of the Working Life Needs of the Working Life National Agencies Perspective Expectations of National Agencies Needs of National Agencies Stages of a Double Degree Programme Development Discussion Answering the Research Questions Discussion of the Research Results Research Results and the Reviewed Literature Research Results and the Stakeholder Perspective Limitations of the Research and Verification of Findings Contributions of the Research Recommendations for Future Research References Appendices Appendix 1. Student Interview Questions Appendix 2. Institution Interview Questions Appendix 3. Working Life Interview Questions... 80

6 3 Figures Figure 1. Stakeholder view of the firm Figure 2. Stakeholders of the Finnish higher education in the development of a Double Degree Programme in Social Services Figure 3. Design research: development and research work Figure 4. The cycle of development work Figure 5. Stages of a Double Degree Programme development in Social Services Tables Table 1. Students expectations considering Double Degree Programmes Table 2. The main expectations and needs of the stakeholders of Finnish higher education in the development of a Double Degree Programme in Social Services... 60

7 4 1 Introduction Internationalisation has grown to encompass varying activities undertaken by higher education institutions around the world. According to Knight (2004) internationalisation in higher education is applied in diverse ways since the concept allows varying interpretations. While some see internationalisation as student and staff mobility, international projects and intensive courses, others are focused on taking education overseas by building branch campuses or developing international curricula. (5-6.) In addition, several institutions around the world are engaged with education exports, which has brought along new dimensions to international cooperation in higher education. In some countries, internationalisation has also meant focusing on international activities through building education hubs (Knight & Morshidi 2011, 594), or in turn concentrating on global rankings via boosting academic performance (Hazelkorn 2014, 12). Although internationalisation itself has varying meanings, often its significance in the platform of education is discussed together with the growth of globalisation and its influence on higher education (Välimaa 2004, 31). Although globalisation has become important to higher education since the Bologna Process in 1999, on university level, globalisation can also be viewed as an implementation of certain global actions towards internationalisation. Alternatively, as referred to by Doiz, Lasagabaster, and Sierra (2013) internationalisation can also be viewed as actions to challenge global frameworks. Many of these actions taken in higher education internationalisation have been initiated on national agency levels. (1407.) In Finland, the concept of internationalisation, its dimensions and many of the objectives within higher education have actively been promoted by the Ministry of Education and Culture (Tossavainen 2009, 528). Principles of the Finnish national agencies follow the set guidelines of the European Commission. On the other hand, the growth of internationalisation in Finnish higher education is also tied to the establishment of the Universities of Applied Sciences since the early 1990 s (Söderqvist 2002, 16). The growth of internationalisation in Finnish higher education

8 5 and the establishment of Universities of Applied Sciences have contributed to the increase in higher education cooperation, through for example, enhanced mobility, research and development work and various international cooperation programmes. In addition, Finnish Universities of Applied Sciences have found ways of regional as well as international collaboration through developed consortiums. The created multi-level collaboration has not only enhanced dialogue between the partner institutions but has also brought stakeholder participation closer to the developmental goals. Although the concept of the stakeholder theory was originally developed in the area of business and management, its applicability can be justified in any field or organisation when applying Freeman s (2010, 25), theory on the influence, which individuals can have on the goals of a particular organisation. While in the context of higher education the stakeholder perspective offers opportunities for the institutions to develop international cooperation, it also brings in responsibilities for the institutions to educate students for the increasing demands of the working life. Therefore, Finnish higher education institutions must pay attention to the views of stakeholders when developing international cooperation programmes. Today, internationalisation in higher education has been placed in the heart of the strategies of Universities of Applied Sciences, JAMK University of Applied Sciences (JAMK) being one of them. JAMK, located in Jyväskylä, Central Finland, with 8500 students has been one of the forerunners for internationalisation in Finnish higher education. For decades, JAMK has been developing internationalisation from student and staff mobility to degree programmes offered in English, Summer Schools and even Double Degree Programmes. In 2013, JAMK was awarded the Erasmus Award for Excellence for accomplishments in the quality of teaching and staff mobility (Paloniemi, 2014). 1.1 Need for Double Degree Programmes in Social Services The first Double Degree Programme at JAMK, School of Health and Social Studies was designed in 2012 at Master level. By following the strategic aims of the national

9 6 agencies, and the institution, the School is placing its efforts in expanding Double Degree Programme cooperation to Bachelor level education. The international work carried out within the School aims at increasing strategic level international cooperation with the chosen partner institutions. Within this, goals in internationalisation are set equally across all degree programmes, which means internationalising the rather traditional fields of study conducted in Finnish alongside with the degree programmes offered in English. Development actions mean varied international work, active study abroad programmes and courses offered in English through curricula development. Furthermore, due to the high quality of the courses offered in English within the Bachelor s Degree Programme in Social Services, the School is looking into developing a Double Degree Programme within the field with a high quality international partner institution. Although social services education was originally designed for solving the needs of the local population, due to the increasing pressures placed on the local social and health care system, and today s graduates, the need for international competence in social and health care education has become crucial. According to the Centre for International Mobility (CIMO, 2010) future societal challenges include competition, environmental concerns, immigration and a growing diversification of cultures. From the individual point of view, these changes require, for instance, increasing understanding of openness, valuing differences as richness, realisation of personal preconceptions and being able to interact with different type of people. (3.) The strategic focus on internationalisation in Finnish higher education offers points of development to tackle these future challenges. This means that up-coming changes must be seen as possibilities to enhance international development across all fields of education. Thus, future development must take into account the fields, which are constantly evolving due to changes in today s global societies, social services being one of them. Double Degrees in social services education offer opportunities for the Finnish Universities of Applied Sciences to integrate varying national dimensions in international contexts. Double Degrees also offer the opportunity to make students

10 7 international and multicultural competences visible in the fields originally taught in Finnish. Here, international development must take into account all the stakeholders of higher education (Tossavainen 2009, 528). Although the number of Double and Joint Degree Programmes around Europe have increased since the Bologna Process, there are still great differences in the development of international cooperation programmes between various fields of study. 1.2 Purpose of the Research and Research Questions The need for the research rises from the recognition for Finnish higher education institutions to offer high quality and varied internationalisation opportunities in all fields of study. In this, Double Degree Programmes offer increasing opportunities for institutions to enhance international and multicultural competence creation of students and support students employability upon graduation. This research also recognises the importance in creating strategic level cooperation in social and health care and within the fields originally taught in Finnish. Although Double Degree Programme cooperation has significantly increased in Finnish higher education during the past two decades, detailed research on the value of these programmes to the various stakeholders is yet to be made. Here, the stakeholder perspective integrated to higher education internationalisation may offer a framework how to develop internationalisation in a sustainable manner taking into account the various stakeholders of Finnish higher education. The purpose of this research is to enhance the development of a Double Degree Programme in Social Services (Bachelor level) at JAMK, School of Health and Social Studies. Future aims of the research include enhancing the development of Double Degree Programmes in the field of social and health care in general and to support the strategic cooperation programme development at JAMK. In addition, research aims at enhancing internationalisation within the degree programmes offered by the School, and especially aims at contributing to the international development goals within the degree programmes offered in Finnish. Research also supports the

11 8 development of internationalisation in the field of social and health care. Furthermore, research supports personal experiences within Double Degree Programmes and enhances professional goals within the area of internationalisation in higher education. Finally, the research supports the strategy of the Finnish national agencies, JAMK and the School of Health and Social Studies. Since the purpose of this research is to enhance the development of a Double Degree Programme in Social Services (Bachelor level) at JAMK, School of Health and Social Studies, information from the stakeholders of Finnish higher education is needed. Therefore, the research questions formulated are as follows: The main research question formulated in the research is: How can a Double Degree Programme in Social Services be developed taking into account the stakeholders of Finnish higher education? In order to answer the main research question, the supportive questions formulated in the research are: Who are the main stakeholders in the development of a Double Degree Programme in Social Services? What are the main stakeholder expectations and needs to consider in the development of a Double Degree Programme in Social Services? 1.3 Structure of the Research The research will be carried out as a design research. According to Edelson (2002, 105), design research can be seen as educational research since it supports learning, derives applicable results and enhances educational development. Design research does not focus on understanding a phenomenon but merely finding out future solutions (Kananen 2013, 47). For the research, varying research tools shall be utilised. Primary data collection includes qualitative, semi-structured interviews,

12 9 carried out to the three stakeholder groups of Finnish higher education, identified as students, institution and working life. Primary data collection also includes a research diary, which is examined for a 12 months period together with observation. A research diary includes observation and information collected from everyday work carried out in the field of internationalisation at JAMK, School of Health and Social Studies. A research diary also includes gathered materials from coordinating the current Master level Double Degree Programme within the School and materials gathered in relation to the development of a Double Degree Programme in Social Services. Secondary data collection includes the revision of existing publications and press releases, studied from the fourth identified stakeholder group, national agencies, to understand the European and national guidelines and principles when designing Double Degree Programmes within Finnish higher education. After the introduction Chapter 1, the research continues with the literature review in Chapter 2. The literature review first analyses the concept of internationalisation, its dimensions in Finnish higher education and at Universities of Applied Sciences. This chapter also includes information on Double Degree Programmes in Finnish higher education, literature on internationalisation in social services and implications for the development of a Double Degree Programme within this field. Literature review also includes the introduction of the theoretical framework of the research, the stakeholder perspective. Chapter 3 discusses the applied methodology and research context with information on data collection, data analysis and verification of findings. This is followed by the results of the empirical research in Chapter 4. This chapter includes the results from the data collection concerning the second sub-question and the main research question, together with the stages of a Double Degree Programme development in Social Services utilising design research. Chapter 5 discusses the research results in line with the research questions. Answers are reflected towards the reviewed literature and the theoretical framework, the stakeholder perspective. Chapter also discusses the limitations of the research and verification of findings before proceeding to contributions of the research together with recommendations for future research.

13 10 2. Literature Review The purpose of this research is to enhance the development of a Double Degree Programme in Social Services (Bachelor level) at JAMK, School of Health and Social Studies. In order to do so, the first aim of the research is to find out who are the main stakeholders in the development of a Double Degree Programme in Social Services. The other aims are to find out what are the main stakeholder expectations and needs to consider in the development of a Double Degree Programme in Social Services together with finding out how can a Double Degree Programme in Social Services be developed taking into account the stakeholders of Finnish higher education. 2.1 Internationalisation in Higher Education Definitions on internationalisation might be as many as there are international dimensions in today s higher education. However, as argued by Knight (2004, 8), the word international initiates within a certain country and simply refers to the relations of different countries. As further argued by Knight (2008) definition on internationalisation needs to be universal to cater for all the international activities carried out by different countries and the education sector. Therefore, internationalisation can be referred to as being a mix of international, intercultural and global aspects for the use of higher education. (6.) Although broad, Knight s definition on internationalisation can be easily applied to any institution or activity in a global context. Since internationalisation can mean different things to different people (Knight 2008, 6), internationalisation can be seen as culture generic and should be examined from a nation s point of view. Thus, internationalisation can be applied to any action taken towards learning something new outside country s national heritage. In this sense, international encounters can include varying stakeholders worldwide.

14 11 When analysing the perspective of local students, one can discuss internationalisation, for example on mobility, degree programme or curriculum level. However, the discourse on internationalisation is varied and the notion of globalisation does have its influence. Furthermore, international activities can serve varied aims from financial objectives to tuition fee-paying students, to the use of local cooperation to sharpen global connections and even competition through quality of education (Van Damme 2001, 417). According to Altbach and Knight (2007, 291), globalisation can be described as the drift of the 21 st century associated with economic and academic changes that pushes higher education towards internationalisation. In turn, Knight and Morshidi (2011, 593), argue that competition and commercialisation have become crucial drivers of international education during the past 15 years. In addition to globalisation, Weijo (2003, 2), adds the concepts of economy, industry, commerce and new technology as drivers that change the platform of education. De Wit (2011, 4), argues that internationalisation in higher education was matched with cooperation and competition in Europe through the Bologna Declaration in 1999 and the Lisbon Strategy in The Bologna Declaration aimed for the synchronisation of higher education and to the founding of the European Higher Education Area (EHEA) by The European Higher Education Area together with the Bologna Process was launched in the Budapest-Vienna Ministerial Conference in (EHEA, 2012.) The main aims of the Bologna Process state the establishment of a system towards comparable degrees, two tier degree structure, a common credit transfer system, support of international mobility, quality assurance and European level support for activities in mobility, employment, competition as well as attractiveness (Neave & Veiga 2013, 60). Such as societies, also education institutions are formed from varying groups of people from different demographical and cultural backgrounds. As recognised by Weina (2002) if education is part of culture why should not internationalisation be part of education? Internationalisation in education is unavoidable, it is a choice that

15 12 reflects socialisation and the current times in education, and is something countries are due to value rather and being left behind of the current trends. (79.) There are definite differences in internationalisation between varying countries and higher education institutions. Clear differences can be seen, for instance, between English speaking countries versus non-english speaking countries, or countries who offer tuition-free education versus countries that charge tuition fees on undergraduate and postgraduate levels. Similarly, there are international degree programmes and in turn fields focused on solving the needs of the local societies. Despite various differences, it has been argued that higher education institutions in some countries simply perform better than in other countries, making the most of the support given to them. Thus, higher education can only succeed through support actions on a national level. (Graf 2009, 571.) 2.2 Growth of Internationalisation in Finnish Higher Education In Finland, as in the entire Nordic region, education has been considered as an investment, which has supported equal rights and contributed to the rapid rise in education quality (Rinne 2000, 134). Although Finnish higher education had much to do with the building of the welfare state after the Second World War, the rise of education quality was linked with the expansion of higher education in the early 1990 s. At this time, Finnish higher education experienced the establishment of Universities of Applied Sciences, resulting in a rapid rise of students and academic staff. Naturally, the establishment of Universities of Applied Sciences responded to the varying needs of the society. (Välimaa 2004, ) Nowadays, Finnish Universities of Applied Sciences consider it important to respond to the needs of the working life and to support international cooperation within the European Union. In addition, mission includes enhancing flexibility through inter institutional collaboration. Cooperation with regional partners is also recognised as one of the key responsibilities of the Universities of Applied Sciences.

16 13 Internationalisation within Finnish higher education started to grow bit by bit during the 1980 s, when Europe faced the integration process of the Western Europe and the period of change in Eastern Europe. This was followed by Finland being accepted to the Erasmus Programme during the academic year of , although some pilot programmes and the Nordplus Programme had enabled some level of internationalisation since the late 1980 s. The expansion of higher education in Finland during the early 1990 offered institutions further possibilities and opportunities to focus on building the future. (Garam & Ketolainen 2009, 19.) It could be argued that once the country had built the premises for the welfare state, education institutions, especially those of higher education, focused on building a structure that could take Finnish education through the coming decades of competition, internationalisation being one of them. Participation to further higher education activities within the European Union was widened during 1995 when Finland joined the European Union (Garam & Ketolainen 2009, 18). Weijo s research (2003, 117), on the internationalisation of Finnish polytechnics concludes that internationalisation in Finnish higher education from the 1990 s till the early 2000 s had much to do with the guidelines of the Ministry of Education and Culture which pushed Finnish higher education to work hard to enter the market of international education. International development during this time was relatively fast especially in certain institutions and specific fields. The phase of international development was supported further with the created European Commission guidelines in 1999 through the Bologna Process. (Trygged & Eriksson 2012, 656.) Weijo (2003, 1), argues that the so called Europenisation process that started from the joining of the European Union forced Finnish Universities of Applied Sciences to take on the challenges of internationalisation right from the start of their establishment. The adaptation of higher education systems has naturally brought European countries and higher education systems closer to each other supporting all forms of internationalisation from teacher, staff and student mobility to research development and other international actions. Mikko Nopponen (2014), of the Centre

17 14 for International Mobility says that today, 25 per cent of the University students and 13 per cent of the students of the Universities of Applied Sciences complete an exchange period abroad. According to Nopponen (2014), the success of internationalisation in Finnish education is the result of an ongoing work by institutions, which has meant the acquisition of international partners, and the development of new working methods. For students, internationalisation offers an opportunity to widen their perspectives and acquire competences required by the working life (Nopponen, 2014). Neave and Veiga (2013, 74), argue that the Bologna Process has also meant strategic actions from the side of varying stakeholders to meet the new national policies. Surely, the Bologna Process has created opportunities, as well as varying challenges to higher education institutions to cope with the global discourse. However, in order to develop education in line with various global changes, internationalisation must be viewed as an opportunity that leads to the enhancement of competences and knowledge at various levels (Svensson & Wihlborg 2010, 597). In addition, internationalisation must also be viewed as a concept that prepares students for the competitive working life. 2.3 Internationalisation at Universities of Applied Sciences Internationalisation within the Universities of Applied Sciences is strongly tied to the developments within the society together with the international work carried out by the various faculties of higher education institutions (Weijo 2003, 104). As recognised by Clarke (2005, 482), Finnish higher education institutions have been active in developing courses in English, many of them placing internationalisation in the heart of the strategies. In addition to student and staff mobility, creation of courses in English, intensive courses, research collaboration and even the development of Joint and Double Degree Programmes with valued strategic partners have made Finnish Universities of Applied Sciences globally competitive (Halttunen 2013, 33). A strategy of a higher education institution can be seen as a key concept in

18 15 international development. This should be in in-line with the strategic actions of the nation, as well as the region and city in question. (Tossavainen 2009, 539.) In Finland, the Ministry of Education and Culture is responsible for matters related to international education. The Ministry of Education and Culture has also created the strategy for the internationalisation of higher education institutions for the years This strategy recognises five key guidelines within internationalisation development: 1) support of internationalisation in terms of students, staff members and work environment, 2) increase of the quality and attractiveness of higher education institutions, 3) promotion of education expertise, 4) support of multicultural society, 5) support of ethical actions and students perquisites. (Opetusministeriö 2009, 12.) The created internationalisation strategies and guidelines by the Ministry of Education and Culture are strongly supported by the Centre for International Mobility, which, in addition to the Ministry, is the main body for international activities in Finnish higher education. The Centre for International Mobility has collected annual mobility figures from higher education institutions since (Tossavainen 2009, 529.) It has been argued that globalisation has pushed higher education towards international labour market, thorough, for instance, focusing on English language as a mean for connecting the education sector (Altbach & Knight 2007, 291). However, it also must be recognised that without a high focus on internationalisation and the development of English curricula, Finnish higher education institutions would have not succeeded in creating the platform of international education. For Finnish higher education, internationalisation has also meant focusing on the main stakeholders of education: enhancing competences of the staff members and students alike - from solid language skills to the high level of academic performance and open attitude. Furthermore, the level of internationalisation present at a Finnish higher education institution can be influenced by, for instance, the geographical location, regional culture, fields and degree programmes on offer. Therefore, discussion on internationalisation must take into account the international, national and even local dimensions (Saarinen & Ursin 2012, 154).

19 16 Although the Finnish Universities of Applied Sciences have been active in following the internationalisation strategy of the Ministry of Education and Culture, creating a truly international atmosphere and learning encounters must come within the institutions. In fact, most Finnish Universities of Applied Sciences have created internationalisation strategies behind institutional activities, which have opened doors for continuous international development. Internationalisation within Finnish higher education must be considered as a process that needs to include all groups of influence (Juusola 2009, 18). Following this, Özler (2013, 13), argues that educators must think about creating programmes that help students to aid their understanding in a local and global context. Thus, the international work carried out by the Finnish Universities of Applied Sciences does not only need to take the into account the various stakeholders of higher education, but also the development prospects of the local region so that internationalisation can fit to the future strategies implemented. Within this, it also must be acknowledged that internationalisation must take into account the factors, which enhance internationalisation itself (Elkin, Devjee, & Farnsworth 2005, 324). 2.4 Double Degree Programmes in Finnish Higher Education Strategic focus on internationalisation leads to enhanced international activities within an institution (Graham, Farnsworth, & Templer 2008, 244). Simply said, the main reason for developing internationalisation strategy in higher education is to enhance the education of students (Bennett & Kottasz 2011, 1095). This means that all activities within an institution must be filtered from the strategy towards all degree programmes and staff members to support students learning and competence development. Institutions around the world have waken up to the need in developing strategic level cooperation programmes with quality foreign partner institutions. In many institutions, degree programmes geared for internationalisation, such as business and engineering are the forerunners for internationalisation due to the nature of the

20 17 disciplines (Knight 2011, 304). In several other fields, which are considered more national, and aim at developing professionalism and solutions for the local societies, such as the field of social and health care, professionals need to be innovative in order to bring strategic actions into reality and enhance a dialogue with the working life. The creation of compulsory professional studies in English and making internationalisation visible from the curricula to students transcript of records have a great impact in developing these rather traditional fields and professions towards multiculturalism and international competence. After all, following international development and research together with field specific developments outside Finland is vital for social and health care professionals. Means of internationalisation also add to the pool of transferable skills sought by the working life. These skills include, for instance, communication skills, personal skills and problem identification (Billing 2003, 346). In this development, Double Degree Programmes offer varying opportunities for the stakeholders of higher education. They do not only create varying international learning encounters for students, but also offer international development possibilities for the faculty and staff. Partners and employers in working life are often associated in the process through students thesis work, professional practice and as employers of graduates. In addition, Double Degree Programmes tend to create a more viable type of partnerships in relation to other forms of international cooperation and increase the status of the partner institutions (Knight 2011, 307). A research conducted in 2013 found out that within the 782 institutions worldwide taken part to the survey in question, 64 per cent of institutions reported offering Joint Degree Programmes with foreign partner institution, whereas 80 per cent of the institutions reported offering Dual Degree Programmes (EAIE Forum 2014, 11). Shortly after the Prague Declaration, the European Commission launched the Erasmus Mundus programme leading to a Joint Degree, a Double Degree or to several degrees at Master level. So far, several Joint and Double Degree Programmes have been developed within the European Union. (Opetusministeriö 2004, 1.) The importance of Joint and Double Degree Programmes has grown ever since, the

21 18 European Commission launching Erasmus Mundus Joint Master Degree collaboration possibilities through strategic partnerships in Erasmus+ programme, which started in The Erasmus+ Joint Master Degree Programme applications are due to follow Europe 2020 Strategy as well as the Education and Training strategic framework (European Commission 2014, 93.) Varying collaboration programmes within different fields exists. Within the European Union, the notion of a Joint Degree Programme often covers collaboration leading to one or two degree certificates. However, often, a Joint Degree Programme is understood as a degree programme carried out by two or more institutions leading to one degree certificate, whereas a Double Degree Programme refers to a degree programme, which leads to two separate degree certificates and is organised by two or more higher education institutions. (Opetusministeriö 2004, 1.) In Finland, the process is more commonly known and carried out as a Double Degree Programme, where two-degree certificates are awarded to the students after a successful completion of studies. Double Degree Programmes tend to be slightly more successful due to, for instance, legal and administrative issues (Knight 2011, 303). 2.5 Internationalisation in Social Services Similarly to social work, the field of social services can be considered as a traditional field of study, which is tied to national conditions. The field of social work and its dimensions vary from country to country due to the different social needs, economic, legislative and political conditions. (Trygged & Eriksson 2012, 656.) Furthermore, when discussing social work, Trygged and Eriksson (2012) point out that the national changes within the European Union have influenced the field of education and social work more in comparison to, for instance, the Bologna Process. Today s students within the field are interested in learning more about integrating internationalisation into social work and understanding more about the current European challenges,

22 19 such as immigration. (666.) Brydon (2011, 389), acknowledges the same fact and argues that social work education should be made more international. International competence has not traditionally been considered as a requirement from a graduate of social services. However, as the welfare state, especially the social and health care system is under pressure due to ongoing economic crisis, the need for international competence in social and health care education becomes more and more crucial. Difficulties in terms of general livelihood and long-term unemployment influence general well-being enhancing social problems. The difficult economic climate cuts down the annual budget allocated for health and well-being on a national level increasing difficulties, for instance, in the applicability of the newest technology. In addition, the increasing aging population adds further challenges to the already difficult national situation. (National Institute of Health and Welfare 2015, 7.) The high rate of inactive population, low participation level, short career prospects and high unemployment have created a shortfall, which creates actions on several levels of the society. The welfare state should be built in harmony with international mobility and immigration. Although immigration can be seen as one answer to stabilise the Finnish economy, many of the immigration challenges thrive from the aspects of inequality. (Vartiainen 2014, ) Immigration is tied with the growing influence of globalisation, which reflects the current changes in national attitudes (National Institute of Health and Welfare 2012, 9). Similar concerns and challenges are recognised in the Programme by the Ministry of Social Welfare, which in addition to the challenges faced by the welfare state and social groups, also recognises changes in people s attitudes and internationalisation as influencing factors in changing perceptions. In this, current workforce no longer sees Finland as the only possible country of residence. (Ministry of Social Affairs and Health, 2006.) These constant challenges brought onto the welfare state, and to the whole of the European Union, display the need for further internationalisation in social and health care. Although social work and social services degree programmes are already rather international, it could be argued that making the various competences visible upon graduation can be challenging. Furthermore,

23 20 since several societies around the world are already multicultural to the extent that national and international principles have become closer to each other, discourse between national and international concepts can become blurred. Regards to international competences within the Finnish Universities of Applied Sciences, The Rectors' Conference has created the principles concerning competences for higher education graduates. The created principles within international competences refer to being able to understand cultural differences, to work with people across cultures and to understand the influences of internationalisation and the possibilities brought by it within the area of expertise. (Arene 2006, 3.) Future challenges brought on to the current society will surely influence education in social and health care. While several Universities of Applied Sciences have already been granted the possibility to increase student intake at Bachelor level, the public sector health care is under pressure due to staff shortages. Furthermore, these challenges and changes will not only influence the degree programmes and curricula design, but also competences. Double Degree Programmes offer one possibility for social services education to educate truly international professionals for the multicultural working world. A Double Degree Programme in Social Services could also enhance higher education internationalisation in terms of ethical issues in international cooperation where institutions focus on the benefits of all stakeholders, across national borders. This means that the codes of conduct present on a professional level will be brought to the centre of international cooperation through Double Degree Programmes. Together with multicultural understanding and enhancing development within the institutions, local communities and societies are likely to gain further benefits of the sustainably implemented programmes. (EAIE Forum 2014, 11.)

24 Double Degree Programme Development in Social Services Several studies on Double Degrees have recognised the enhanced benefits of these programmes. Koivisto and Luoma (2009) argued for the importance of Double Degree Programmes at Mikkeli University of Applied Sciences in the field of technology, recognising that 80 per cent of the graduates continue their studies at Master level in a Western higher education institution. According to the graduates of the research, gained Double Degrees have enhanced their positions in the job market. Research recognised that Double Degree Programmes do not only benefit institutions and the students, but also employers, when companies are able to recruit international staff with strong cultural knowledge. (28-29.) The research of Miller, Hopkins, and Greif (2008, 39), on North-American students on Dual Degree in Social Work at Master level concluded that upon graduation the particular group of students did not only recommend the programme to other students, but also had better chances in securing managerial level jobs in comparison on non-dual Degree students. Same is concluded in Salo s research (2013, 80), in the School of Business at Seinäjoki University of Applied Sciences, where Bachelor graduates noted that the gained Double Degree helped them to gain searched positions after graduation. Also Knight (2011, 307), highlights employability as one of the main reasons why students take part in Joint and Double Degree Programmes. Most of the literature on Double and Joint Degree Programmes in social and health care refer to nursing where studies have, for instance, aimed at understanding staff shortages through the creation of Double Degree Programmes (Hickey, Harrison, & Sumsion 2010), or in finding out Double Degree graduates career choices (Hickey, Sumsion, & Harrison 2013). However, as also noted by Miller et al. (2008, 31), when referring to Dual Degrees in social work, published research is limited. This same recognition applies to the field of social services. Although, for instance, issues within staff shortages and limitations in social and health care are global phenomena, societies and policies around the world tend to differ to the extent that no global solution to these problems exists.

25 22 Surely, developing a Double Degree Programme within a field that has been built to solve national issues and is originally taught in Finnish, demands efforts from the institutions. Despite these issues to recognise, at the same time Finnish higher education institutions must be ambitious in developing internationalisation at varying levels. After all, social services graduates have a lot to learn from the social services and social work systems of other countries, enhancing common good and overall wellbeing. Miller et al. (2008, 41), recognised the importance of Dual Degrees in social work and argued that future studies are required to gain information on students experiences, job prospects, alumnus together with further information and data on the students as well as the degree programmes themselves. Furthermore, Russell, Dolnicar, and Ayoub (2008, 587), argued that future studies should focus on the extent to which Double Degrees add value. Double Degrees must fit to the structure - strategy - of the university, in order to be successful. Naturally, internationalisation must comprise the whole system within in order to bring in sought rewards. (Russell et al. 2008, 589.) Institutions are likely to adopt strategies, which are to support the existing conditions (Graf 2009, 570). Development of a Double Degree Programme must not only take into account the existing degree programme regulations and requirements of the national agencies, but most importantly, the needs of students and local societies together with the institutional strategy. 2.7 Theoretical Framework: The Stakeholder Perspective In order to develop holistic processes within higher education internationalisation, future development must take into account all groups of education. Graf (2009, 570), argues that although universities themselves are the main agents of education competing for their share in internationalisation, coordination between all the stakeholders such as students, professional associations and even governments is essential due to the support offered for universities. In addition, higher education institutions must recognise the importance of the stakeholders in order to enhance

26 23 internationalisation in a sustainable manner and contribute to the enhancement of competences and skills needed in the working life. Furthermore, higher education institutions must also focus on making the competences of future graduates visible upon graduation. This research uses the stakeholder perspective, from the stakeholder theory, as the theoretical framework. The stakeholder theory, originally created by Edward Freeman in 1984, arises from the assumption that businesses and managers need to gather information on how to cope with the internal environment and especially external environment, how to build strategic plans and put them into action in a sustainable manner with efficient results. (Freeman 2010, 22.) Freeman (2010, 46), recognises a stakeholder as anyone who can influence or is influenced by the accomplishments of a company s goals. Although broad, the definition has a direct reference to nearly all fields and organisations (see Figure 1). Figure 1. Stakeholder view of the firm (adapted from Freeman 2010, 25)

27 24 Freeman, Wicks, and Parmar (2004, 366), discuss the role of the stakeholders and argue that businesses must concentrate on creating value for this particular group. Freeman et al. (2004) also suggest that since economic value is created by a group of people and societies who voluntarily come to come together and cooperate, management s responsibility is to inspire stakeholders by creating communities where everyone concentrates towards the same values to bring in sought rewards. This means that businesses must take into account all groups or individuals that can influence business s activities. ( ) Over the decades, the stakeholder theory has inspired a lot of discussion, further theories and even opponent views. It has also been widely used in business ethics and increasingly referred to in discussions on corporate responsibility (Fassin 2012, 39). Fassin s research (2012, 83), focused on the stakeholder attributes, especially on the notion of reciprocity and argued that in addition to rights, stakeholders also have obligations. Neville, Bell, and Whitwell (2011, 369), similarly focused on the stakeholder salience attributes, especially on legitimacy and argued that moral legitimacy should be impeded in managerial work. Fassin (2010, 41), in turn recognised that in addition to varying stakeholders, also non-stakeholders, a group that has no influence on the company, exists. In her research, Miles (2012, 286), took a stand on the notion of stakeholders discussing the lack of consensus concerning the concept. Naturally, the notion of a stakeholder has developed over the decades due to the developments in varying fields (Miles 2012, 291). Similarly Pajunen (2010, 31), recognises the discourse on the stakeholder theory and argues that even if the recognition of a stakeholder might be clear in a certain point of time, it is difficult to point out the varying relationships influencing the overall outcome of a company. Although it has been argued that the stakeholder theory is simply managerial, the issue of stakeholders does not always hold managerial implications (Donaldson & Preston 1995, 87). However, as identified by Freeman (2010, 89), strategic management must be viewed broadly to involve different sets of values. Here it is argued that in order for an organisation to be successful, it needs to value all its stakeholders and create a dialogue between all influent factors for equal benefits.

28 25 Discussing education from the viewpoint of the stakeholder theory is interesting because higher education institutions play a major role in most societies around the world with social and economic contributions (Enders 2004, 363). In Finland, higher education offers an interesting approach due to the high social status of education in the country (Välimaa 2004, 42), and non-tuition fee education. Söderqvist (2002, 196), argues that special attention should be paid when discussing internationalisation in higher education in a non-profit organisation. It can be argued that due to the unique nature of education in Finland, higher education demands even more cooperation with the stakeholders involved. According to Tossavainen (2009, 539), internationalisation must be valued and integrated within the contexts of pedagogy, decision-making and practical arrangements. When referring to decision making, education requires managerial actions on the management level (Söderqvist 2002, 195). A higher education institution with its faculties and employees is likely to follow the set objectives given by the top management. The direction the institution is likely to choose is highly influenced by other stakeholders, the government, policies and objectives given by the local authorities. This requires the creation of integrated processes for win-win solutions (Freeman 2010, 170). From the point of view of pedagogy and practical arrangements, the Bologna Declaration has brought along enhanced multiculturalism and harmonised pedagogical approaches where many institutions seek for points of international cooperation, rather than simply competition. Finnish higher education institutions have been active in building international as well as national cooperation through varying forms of agreements, networks and consortium. Välimaa (2004, 42), argues that Finnish Universities of Applied Sciences have become key forces of local development. In terms of pedagogy and decision making on the customer level, higher education in Finland offers an interesting example of the stakeholder theory, the government being the main financial contributor, not the customers, despite the high quality of education. Student recognition within the stakeholder theory is closely connected to the contexts of pedagogy, decision-making and practical arrangements. In the discourse on internationalisation, students and graduates are forced to battle their way into the professional world. Since students themselves

29 26 might have little knowledge over the strategy of an institution, it is crucial that they are made aware of the importance of international and multicultural competences during the course of study, and are offered increasing opportunities to make use of those competences. Since an institution s existence is crucial for the presence of students, internationalisation, similarly to other responsibilities of higher education institutions, has elements of corporate social responsibility. In this sense, higher education institution holds the attributes described by Fassin (2012, 86-88), loyalty, morality, influence, power and fairness. The role of a higher education institution also marks its dependability: a company is the outcome of its students and the society (Pajunen 2010, 31). For this reason, internationalisation in higher education should be seen as a representation of national societies rather than entities brought on by globalisation and competition. In order to answer the main research question, How can a Double Degree Programme in Social Services be developed taking into account the stakeholders of Finnish higher education?, and to the second sub-question, What are the main stakeholder expectations and needs to consider in the development of a Double Degree Programme in Social Services?, the literature review generated answers to the first sub-question Who are the main stakeholders in the development of a Double Degree Programme in Social Services? Stakeholders of Finnish higher education were revealed by the literature review as students, institution, working life and national agencies (see Figure 2).

30 27 NATIONAL AGENCIES INSTITUTION HIGHER EDUCATION WORKING LIFE STUDENTS Institution: management, academic personnel, experts, R&D&I staff, administrative, support staff. Students: undergraduate, graduate, open university, adult education, diploma level. Working life: cooperative partners in projects, places of student professional practice, thesis work, employers of graduates. National agencies: the Finnish National Board of Education, the Ministry of Education and Culture, the Centre for International Mobility. Figure 2. Stakeholders of the Finnish higher education in the development of a Double Degree Programme in Social Services The figure presented highlights the stakeholders of Finnish higher education in the future development of the Double Degree Programme in question. Since higher education legislation and Double Degree Programme principles are, to some extent, country specific, the research includes only the stakeholders of Finnish higher education. According to Elkin et al. (2005, 324), institutional activities must bring internationalisation in the heart of the development processes. This means that in the future, higher education staff is likely to play even a more crucial role in the development of strategic cooperation programmes on a national level. Furthermore, staff members have a great influence on the competence creation of students. In terms of students, the customers of Finnish higher education are seen as the key stakeholders whose study experience shapes the future of these professionals and influences the study path of future students. Therefore, students expectations and needs must be taken into consideration when developing international cooperation programmes. Students contribution also helps the institution staff members to understand the attributes appreciated by students and place further emphasis on the issues that students value. Students views also help the efforts placed in marketing